TT 167 

02 A89 
Copy 1 

:ommi 




Cambridge 

Manual Training School 

for Boys 



1898 





* 



Digitized by the Internet Archive 
in 2011 with funding from 
The Library of Congress 



http://www.archive.org/details/cataloguecirculaOOcamb 




."S 
£ 



"U/orl^ is or?e of our greatest blessir^s : — Every ope 
should l?aue bt) l?or?est oeeupatiop" 



CATALOGUE AND CIRCULAR. 



JWanual Erainmu School 
tot Boys 



Founder and Supporter of the School 
FREDERICK H. RINDGE 



Cambridge; 
ivombard and caustic press 

1898 



TT\t7 



TABLE OF CONTENTS. 



Page 

Organization ........... 5 

Cambridge. Manual Training School 5 

Cambridge English High School . 6 

Outline of Course of Instruction 7 

Requirements for Admission 8 

Qualifications for admission to the English High School . . 8 

Admission of non-residents . . . . . . . 8 

Tuition 9 

Incidentals 9 

Register of Graduates, 1891-98 10 

C. M. T. S. Association 15 

Statistics of Membership 15 

History of the Founding of the School 20 

Buildings 22 

Manual Training building 22 

Academic building 23 

Equipment . 25 

Wood-working room — carpentry . . . . • ■ 25 

Pattern-making and wood-turning 27 

Iron-working room — chipping, filing, etc. ..... 29 

Machine-shop . 29 

Forge-room . . . . . . . ... ■ ■ 32 

Drawing-rooms 34 

Power-plant 36 

Boilers and engine 36 

Test of rotary engine 36 

Dynamo and switch-board 36 

Assembly hall 38 

School-rooms ............. 38 

Physical laboratory 40 

Heating; and ventilation 42 



4 



Table of Coryterits. 



Page 

Course of Instruction 44 

First year 45 

Second year . . . . . . . . . . . 47 

Third year 52 

Fourth year 60 

Distinctive Aims of the School . . . . . . . 70 

Claims of Manual Training 70 

Correlation of Manual Training and other school subjects . . 71 

Character of the Cambridge Manual Training School ... 72 

Nature and value of the Academic course 72 

Intellectual product of Manual Training 73 

Ethical product of Manual Training . . . ' . . . 73 

Practical test . .. .73 

Effect of the special features 74 

Success of Graduates . . . 74 

Effect upon secondary education . 75 

Special Features of the School 76 

Fire drill . . .' * . . . 76 

Nature of 76 

Equipment 78 

Band and Glee Club 82 

Athletic teams 84 

Organization and equipment ....... 84 

Training for athletics ........ 84 

Other auxiliaries . .85 

Emergency lectures . 85 

School journal 85 

Janitor service 85 



ORGANIZATION. 



Cambridge Manual Training School. 



SUPERVISING COMMITTEE. 

Edwin B. Hale, Esq., Chairman. 

Andrew MgFarland Davis, A.M., Secretary. 

Col. Thomas Wentworth Higginson. 

Robert Cowen, Esq. 

Oliver H. Durrell, Esq. 

Erasmus D. Leavitt, Esq. 

OFFICERS AND TEACHERS. 

Charles H. Morse, Superintendent. 
Robert C. Harlow, 

Clerk. 

Albert L. Ware, 

Instructor in Drawing. 

Frederick W. Turner, 

Instructor in Machine-shop Practice. 

James G. Telfer, 

Instructor in Black smithing. 

Wallace B. Blandin, 

Instructor in Wood-turning and Pattern-making. 

Walter M. Smith, 

Instructor in Iron-fitting. 

Frederick B. Scotton, 

Instructor in Drawing. 

Frederick A. Hunnewell, 

Instructor in Carpentry and Joinery. 

Sidney I. B. Stodder, 

Engineer. 

Frederic W. Taylor, M.D., 

Physical Examiner and Lecturer upon "First Aid to the 
Injured." 



Tqe Canqbridge Martial Traiqirig School. 



Albert P. Briggs, 

Instructor in Singing. 

Albert R. MacKusick, 

Band Master. 



Cambridge English High School. 



COMMITTEE ON HIGH SCHOOLS. 

Prof. Frank W. Taussig, Chairman. 
Edward B. Malley, Esq. 
George P. Johnson, Esq. 
Mrs. Caroline L. Edgeely. 
Frank C. Chamberlain, Esq. 

OFFICERS AND TEACHERS. 

(Connected with the Academic work of the Manual Training School.; 

Ray Greene Huling, D.Sc, Head Master, 

History. 

Charles F. Warner, A.M., Master, 

Physics, Geometry. 

Myra I. Ellis, 

Algebra, English. 

Louisa P. Parker, 

English, History, Civics. 



Grace L. Deering, 

History, German, English. 

Maria E. Spare, 

French. 

Delia M. Stickney, B. S., 

Chemistry. 

Emma A. Scudder, 

Botany. 

Joseph A. Coolidge, A. M., 

Advanced Algebra. 

Lillian C Rogers, A. B., 

French. 

Martha R. Smith, 

Geometry. 

Esther S. Dodge, A. B., 

English, History. 



OUTLINE 

OF THE 

COURSE OF INSTRUCTION. 



First Year. Class IV. 



English High 
School. 



Elementary Algebra. 
English History. 

Civics. . : 

English Language | 
Literature J 



0) QJ 



10 
7 
3 

10 



Manual Training 
School. 



Second Year, 



Geometry 

Physics 

English Language 
Literature 



3 


10 


5 


10 


2 


10 



Drawing 

Carpentry and Joinery, 
Iron-fitting 

Class III. 

Drawing 

Wood-turning and "I 
Pattern-making / ' ' 
Blacksmithing | 
Casting / " " " " 






Third Year. Class II. 



, J Advanced Algebra, 
\ Geometry 

9 | Physics 

I Chemistry 

French 

English Language ) 
" Literature J 



5 


6 


5 


4r 


2 


10 


3 


10 


5 


10 


3 


10 



(alternate 



Drawing 
days) . 

Machine shop (alter- 
nate days) 



An option is offered between Nos. 1 and 2. 
Fourth Year. Class I. 



, f Solid Geometry "l 
1 Reviews in Math. J 

q I Chemistry \ 

{ Botany ( 

English Language ] 
■' Literature > . . 

U.S. History j 

French 



5 


10 


5 


10 


3 


10 


5 


10 



(alternate 



Drawing 
days) . 

Machine-shop (alter- 
nate days) 



10 

in 



10 
10 



10 



10 



10 
10 



10 



10 



An option is offered between Nos. 1 and 2. 



REQUIREMENTS FOR ADMISSION. 



The Cambridge Manual Training School is open to 
all persons regularly admitted to the English High School, who 

elect the Manual Training course of stud}'. The 
Qualifications qualifications for admission to this school are : 
for " Ability to read, write, spell, and define well ; a 

Admission. good knowledge of English grammar ; a general 

knowledge of the history of the United States ; 
a thorough acquaintance with geography and arithmetic, and, 
in general, with all the studies required in the lower schools. 

"Pupils who have received the diploma of their respective 
grammar schools, certifying that they have completed the pre- 
scribed course of study, may be admitted to the English High 

School without an examination. For other per- 

A 1 . . sons who desire admission, an examination shall 

Admission on 

t>.. , be held at the beginning of the autumn term, 

Diploma. . . . 

under the direction of the Committee on High 

Schools ; but pupils may be admitted to ad- 
vanced standing at any time. No pupil from any class in a 
grammar school shall be examined who does not present a 
satisfactory certificate that he has pursued his studies during 
the summer vacation." 

In order to provide adequately for the future needs of the 

youth of Cambridge, for whose benefit the 
Admission of Manual Training School was primarily estab- 
Non-residents. lished, it has been equipped on a scale of 

liberality which makes it possible to accommo- 
date, for the present, a considerable number of non-resident 
pupils. 



Tl\e Carr\bridge Manual Trailing School. 



The tuition is free to the sons of all persons who have 

been citizens of Cambridge for two years ; all others will be 

charged at the rate of one hundred fifty ($150) 

t ( . dollars per annum, a sum which barely covers 

the cost of instruction and materials. Tuition 

is payable in advance ; the first half ($75) is due 

upon entrance to the school, the second half is due the 15th of 

February immediately succeeding. 

Necessary incidentals, including drill suit, 
fjh_^ J i*0''£ xoi* 

locker, and toilet articles, cost from $3 to $8. 
Incidentals. „., „ , 

Ihere are no other charges. 

Good board, with comfortably furnished rooms, can be ob- 
tained within a moderate distance from the 
Cost of Board, school, at rates varying from $5 to $12 per 
week 
In order to avoid misunderstanding, it seems proper to state 
that the school is in no sense dependent upon the tuition of 
pupils for its support. The liberality of its 
S h 1 not founder makes it possible to place the work 

Dependent on u P on a hi S h P lane of excell ence in every 
y ... respect, and the decision to admit such non- 

resident pupils as the school can now accom- 
modate has been made in response to numerous 
requests and for the sole purpose of extending its useful- 
ness. 

Correspondence should be addressed to 

CHARLES H. MORSE, Superintendent, 

Cambridge Manual Training School, 

Cambridge, Mass. 



10 



Tt|e Carr)bridge Manual Training School. 



REGISTER OF GRADUATES. 



1891. 



H. H. Batchelder 

W. H. CoPITHORNE 

Arthur D. Dean 
Joseph J. Eaton 

S. P. Gibson 
George F. Kenney 

W. L. LlTTLEFIELD 

John N. Lounsbury 
Henry J. McCue 

Thomas J. O'Keefe 

A. "W. Quinn 

F. S. V. Sias . 

P. C. Smith 



First Occupation Present 

after Graduation. Occupation. 

( With City Engineer, Cam- Same. 
/ bridge. 

j Draughtsman, American Same. 
( Bell Telephone Co. 



Student, M.I.T. 
Student, L.S.S. 

Stenographer. 

Machinist, Seelye Mfg. Co. 

Student, U. S. Naval Acad- 
emy, Annapolis. 

Draughtsman, Geo. F. 
Blake Mfg. Co. 

Mechanical Draughtsman. 



Supt. Manual Training 
School, Maiden, Mass. 

Asst. Supt. Manual Train- 
ing School, Fitchburg, 
Mass. 

Same. 

Salesman, Seelye Mfg. Co. 

Naval Officer, U.S.N., U.S.S. 
"Massachusetts." 

Rubber goods, Chicago, 111. 



Architectural 
man. 



Draughts- 



, With Ingalls & Kendricken Same. 
1 Steam-heating Engineers. 

- Manufacturer of Leather Same. 
Dressing. 

Student, M.I.T. 



Engraver. 



Eastern Manager National 
Conduit and Cable Co., 
New York. 

Same. 



Gannett F. Allen 
Chas. Altmiller 

Edwin F. Barbour 

Frederick K.Clark. 
John Crawford, Jr. 

Edwin G. Davis 
Proctor L. Dougherty 
Edwin R. Fairchild 



1892. 

Electrotype finisher. 

( Draughtsman, 
} Bridge Works. 



Same. 

Boston Draughtsman, 
Bridge Co. 



Elmira 



Draughtsman and Electric 
Wireman. 



Electrical Machinist Gener- 
al Eleciric Co., San Fran- 
cisco, Cal. 

Clerk, D. M. Hazen & Sons. Salesman, Chase & Sanborn. 



Clerk, Rogers, Brown & Co. 
"Pig Iron." 

, Draughting, Blake Pump 
1 Works. 

Student, M.I.T. 

Electrical Construction, H. 
S. Slade & Co. 



Manager Shoe Dept., Rog- 
ers, Peet & Co., N. Y. 

Student, L.S.S. 

Electrical Engineer. 
Harvard Library- 



Ti\e Cambridge Manual Training School. 



11 



George L. Fiske 

J. Arthur Gass 
Fred A. Hunnewell 

Fred W. Jouett 
George C. Lewis 

F. A. Lincoln 
George K. Moore . 

George E. Muzzey . 

William E. Bicker . 
Irwin G. Ritchie 

Edward Ruggli 

Frederick B. Scotton 
Charles B. Stebbins 

Chester F. Stiles 



Charles L. Taylor 
Henry E. Wade 

Thomas Wiseman 
George J. Zittel 



G. E. Allyn . 
Percy I. Balch 
Harrington Barker 

John C Billings 

Frank S. Breen 

Lewis R. Brine 

W. H. Brockbank 

Elmer Burgess 
Edward L. C. Clark 
Thomas W. Clark 
E. S. Ensign 
W. B. Fitch 
Heber A. Hopkins 
Arthur Jewell 

Charles W. Kohler 



First Occupation 
after Graduation. 

\ Asst. Electrician, Camb. El. 
} Lt. Co. 

Produce Dealer. 

Student, M.I.T. 

Clerk, Cobb, Bates & Yerxa 
Photographer's Assistant. 

Clerk, wholesale dry goods. 
Draughtsman. 
) Clerk, Purchasing Agent, 

\ f. n. r. 

Clerk, Wholesale Groceries. 

With Damon Safe Works. 

\ Clerk, wholesale paint and 
) oil. 



Present 
Occupation. 

Inspector, New Eng. Tel. 
& Tel. Co. 

With Gass, Doe & Co. 

Instructor in Carpentry and 
Joinery CM. TS. 

Wholesale Lumber. 

Porter, Wagner Palace Car 
Co. 

Same. 

Broker. 

Furniture Dealer. 



Clerk, Retail Groceries. 

Same. 

News Dept. Amee Bros. 



( Instructor in Drawing, C. Same. 
( M.T.S. 



Student, M.I.T. 
Student, L.S-S., 



j Purchasing Agent, Boston 
/ Woven Hose Co. 

Lumber Surveyor. 

\ Road Dept., Boston & Al- 
) bany R. K. 

Clerk, Union Pacific R. R. 



1893. 



Student, L.S.S. 

Architecture. 

Student, M.I.T. 

Teacher. Waltham Manual 
Training School. 



Draughtsman, Marblehead 
Yacht Yard. 

Andrew J. Lloyd & Co. 
Opticians. 

Same. 

Asst. to Auditor, Harv ard 
Dining Association. 

Machinist. 

Clerk, Boston Packing and 
Provision Co. 



Camb. Gas. Lt. Co. 

Same. 

Same. 

Same. 



Clerk. Post-office, 
ton, Mass. 


Arling- 


Chief Clerk, Post-office, Ar- 
lington, Mass. 


Student, L.S.S. 




Same. 


Draughtsman, 
Bridge Works. 


Boston 


Draughtsman, Norton Iron 
Co., Everett. 


Cracker Merchant. 




Same. 


Student, L.S.S. 




Same. 


Student, L.S.S. 




Same. 


Clerk. 




Same. 


Student, M.I.T. 




Same. 


Blacksmith, C.M.T.S. 


Asst. to Cambridge In- 
spector of Wires. 


Draughting. 




Machinist. 



12 Tl)e Cambridge Manual Trairiirig School. 



Louis Lbvit 
J J. McCarthy 
George N. Morse 

Koy S. Nasox . 

William W. Parker 
Webster T. Kich 

Ealph P. Russell . 

Morton C See lye . 
W. Frank Smith 

Harry I. Tinkham . 
George W. Wells . 

Herbert E. Wilson 
John W. Wood, Jr. . 



Occupation 

after Graduation. 

( Student, Commercial Col- 
I lege. 

Entry Clerk. 

( Draughtsman, Curtis Davis 
( & Co., Cambridge. 

$ Asst. to City Engineer, 
( Cambridge. 

( Asst. to City Engineer, 
\ Everett, Mass. 



Present 
Occupation. 
Book-keeper. 

Same. 
Same. 



Surveyor, Venezuela, South 
America. 

Inspector, Everett Sewer 
Department. 



Experimental Work, L.S S. Clerk, Wholesale Hard- 
ware, Denver, Col. 

& Hamlin Same. 



Clerk, Mason 
Piano Co. 

Shoe Machinery. 

Student, M.I.T. 



, At Cambridge Public Li- 
1 brary. 

Asst. Clerk, C M.T.S. 



Printer. 
Student, L.S.S. 



Same. 

Supt. Manual Training 

School, Lewiston, Me. 
Pianoforte Tuner. 

Electrician, Mechanics 
Building, Boston. 

Same. 

Same. 



1894. 



John Anderson 

Eric W. Bailey 
William A. Bradford 

William G. Burns . 

J. H. Eldridge 
Walter G. Higgins . 
Clarence P. Kidder 
L. P. McDermott 
Fred'k M. McIntire 
Edwin J. Mace.* 

Harry L. Marshall 

John F. Marshall . 
H. S. Moody 
James Murray 

H. C. Packard 
Fred L. Pancoast . 
William H. Varnum 
William H. Walker 



Architectural Draughts- Same, 
man. 



Student, M.I.T. 


Same. 


Draughtsman. 


Machinist, Angier Chemica 
Co. 


Chair Manufacturer. 


With Mass. Highway Com 
mission. 


Clerk. 


Same. 


Clerk. 


Same. 


Clerk. 


Plumber. 


Student, L.S.S. 


Same. 



Clerk, Lechmere National Same. 
Bank. 



Student, L.S.S. 
Civil Engineering 
Clerk. 



Same. 

Railway Construction. 

Same. 



( Rodman, Hodges & Har- Railway Construction. 
) rington, Civil Eng. 

( Instructor in Iron-fitting, Machinist, Boston Die Co. 
\ C.M.T.S. 

(Draughting, Monuments, Student, Normal Art 
\ etc. School. 



Draughtsman, 
Bell Tel. Co. 



American Same. 



* Deceased. 



Tl\e Can\bridge Manual Training School. 



13 



Charles B. Wendell 
Herbert F. Winn . 



First Occupation Present 

after Graduation. Occupation. 

Assistant to Middlesex Same. 
County Engineer. 

Student, College of Phar- Same 
macy. 



1895. 



Charles F. Borland 

Walter G. Burns . 

Fred W. Chipman . 

Herbert L. Crane . 
E. T. Dakin 
Walter E. Doherty 
Jeremiah F. Downey 



Harry F. Grant 

Thomas Hadley 

L. G. Hathaway 

William B. Hewitt 

Benj. Howe 

Frank B. Lake 
Clifford F. Lerned 

w. h. lochman 

George Lucy . 

William B. Moore 

Arthur W. Olive 

George C. Perkins 

J. Alfred Ritchie 
Samuel D. Tucker 

William H. White 

Fred W. Woolway 

H. F. Wyeth . 



( With American Fire Extin- 
j guisher Co. 

Clerk, Curtis Davis Soap Co. 

( Student, C.M.T.S. (special 
\ course) 

Mass. Fan Co. 

Draughtsman 

Custom House Broker. 

Student, L.S.S. 

( With Speare's Cycle Mfg. 
I Co., Worcester, Mass. 

Clerk, John C. Dow & Co. 

| Student, Commercial Col- 
I lege. 

Janitor, Willard School 

I Ticket Auditor's Office, 
I B. & A. K. K. 

Student, L.S.S. 

Butter, Cheese and Eggs. 

(Student. English High 
j School. 

Clerk 

\ Clerk, Wholesale Tailors' 
I Trimmings. 

Bank Clerk. 



Law School, B. U. 

Same. 

Draughtsman, Sturtevant 
Blower Co. 

Same. 

Same. 

Same. 

Machinist, North Packing 
Co. 

Grocer. 

Clerk, Wholesale Leather. 
Baker. 

Draughtsman. 
Same. 

Same. 

Same. 

With Boston Woven Hose 
Co., Western Dept. 

Same. 
Same. 
Same. 



Clerk, Brown, Durrell & 
Co., Wholesale Small Same. 
Wares. 



Wakefield Rattan Works. 

Mechanical Draughtsman. 

Asst. to Instructor in Iron- 
fitting, C.M.T.S. 

Asst. Bookkeeper. 



Same. 

Same. 

Shipper, Boston Molasses 
Co. 

Asst. English High School 
Laboratory. 



Clerk, Dry Goods Commis- Same, 
sion. 



\ 896. 



George H. Bunton . 
Arthur A. Coburn . 
Joseph S. Cruswell 
M. Davenport 



Student, L.S.S. 

Student, Business College. 

Draughtsman. 

Student, M.I.T. 



Same. 

Student, L.S.S. 
Same. 



14 



Tl^e Cambridge NLar\xlal Training School. 



August G. Gutheim 
Albert Harris 
J. Joseph Hill 
Charles W. Hodsdon 

Meredith H. MacKusick, 
Ralph S. Moore 
L. Warren 



First Occupation 


Present 


after Graduation 


Occupation 


General Auditor's Office, F 
R.R. 


Same. 


Student, L.S.S. 


Same. 


Bank Clerk. 


Same. 


Student, M.I.T. 


Same. 


Chemical Lab. Boston Wo- 
ven Hose Co. 


Same. 


Student, L.S.S. 


Same. 


Student, L.S.S. 


Same. 



J 897. 



Charles M. Abbott 



Machinist, Watertown Ar- 
senal. 



Same. 



Edmund L. Brown . 


( Machinist, U. S. F. & P. 
■ ( Telegraph Co. 


Same. 


Charles W. Cade 


Student, M.I.T. 


Same. 


Edward P. Fleming 


Student, M.I.T. 


Same. 


Olmore C. Francis . 


Real Estate. 


Same. 


Royal H. Frost 


( Asst. Harvard University 
/ Observatory. 


Same, 


Ernest O. Garrett 


Hardware. 


Same. 


William J. Greene . 


( Machinist, Boston Electric 
( Co. 


Same. 


Charles A. Haley . 


) Salesman, Brown, Durrell & 
\ Co. 


Same. 


Homer V. Hall 


t With Reversible Collar Co., 
I Cambridge. 


Same. 


Henry N. Hudson . 


Student, M.I.T. 


Same. 


James L Jones 


j Draughting, Denver, Colo- 
( rado. 


Same. 


Alfred R. Lincoln . 


Post-Graduate Course. 


Same. 


Charles McCue 




Same. 


Frederick Pope 


Student, L.S.S. 




John H. Robinson . 


( Cbemical Laboratory, H. 
1 J. Williams, Boston. 


Same. 


George A. Sawin 


Student, L.S.S. 


Same. 


John W. Trefry 


1 Salesman, Farley, Harvey 
/ &Co. 


Same. 


John M. Whitaker . 


\ Taber&Mayer,Telephones, 
( Boston. 


Same. 


Wm. Thorning Wood 


) Machinist, Lynn Electric 


Same. 



Tl\e Canqbridge Manual Trair)irig School. 15 



THE CAMBRIDGE MANUAL TRAINING 
SCHOOL ASSOCIATION. 



Frederick W. Hunnewell, '92 . . President. 

Charles F. Borland, '95 . . . Vice-President. 

Proctor L. Dougherty, '92 . . . Secretary. 

William E. Ricker, '92 . . . Treasurer. 



STATISTICS OF MEMBERSHIP. 

J889-J890. 

No. of pupils entered from Cambridge grammar schools . 43 

" " " " other schools .... 6 

Total No. entered 49 

No. previously entered ....... 47 

Total No. entered to date ..... 96 

J890-J89J. 

No. of pupils entered from Cambridge grammar schools . 53 
" " " " other schools . . . .13 

Total No. entered ....... 6G 

No. previously entered . . . . . .96 

Total No. entered to date 162 



16 Ti\e Cambridge Manual Trailing School. 

Three years' 
course. 

No. of pupils graduated .... 13 

J89J-I892. 

No. of pupils entered from Cambridge grammar schools . 49 
" " " " other schools . . . .13 

Total No. entered 

No. previously entered 

Total No. entered to date 



No. of pupils graduated 

" " previously graduated 



Total No. graduated . . 38 



1892-1893. 

No. of pupils entered from Cambridge grammar schools . 71 

. 9 



• 


. 72 


• 


. 162 


• 


. 234 


Three years' 




course. 




25 




13 





" " " " other schools 

Total No. entered 
No. previously entered 

Total No. entered to date 



Three years' Four years' 
course. course. 



No. of pupils graduated ... 26 
previously graduated . 38 



«l u 



80 
234 
314 



Total No. graduated to date . 64 



Tr|e Cambridge Mar\Ual Trair\irig School. 17 

1893-1894. 

No. of pupils entered from Cambridge grammar schools . 62 
u " '■' " other schools . . . .21 

Total No. entered ....... 83 

No. of pupils previously entered ..... 314 

Total No. entered to date ..... 397 

Three years' Four years' 
course. course. 

No. of pupils graduated ... 22 4 

" " previously graduated . 64 6 

Total No. graduated to date . 86 10 

1894- J 895. 

No. of pupils entered from 

u u u u 

Total No. entered . 
No. previousby entered 

Total No. entered to date 



No. of pupils graduated 

" " previously graduated 



Total No. graduated to date . 120 11 



At the opening of the school in September, 1895, the course of 
study was changed from one giving an option between three and 
four years to one of four years only. 



grammar schools 


. 54 


is . 


22 


. 


. 76 


. 


. 397 


. 


. 473 


Three years' Four years' 




cou rue. course. 




34 1 




86 10 





18 Tl\e Carr\bridge Manual Trailing School. 



W5-W6. 

No. of pupils entered from Cambridge grammar schools 
" " " " other schools 



58 
18 



Total No. entered . 
No. of pupils previously entered . 
Total No. entered to date 



76 
473 
549 



No. of pupils graduated 

" " previously graduated 

Total No. graduated to date 



10 
131 

141 



1896- J 897. 




No. of pupils entered from Cambridge grammar schools . 


. 51 


" " " " other schools 


. 22 


Total No. entered ...... 


. 73 


No. of pupils previously entered ..... 


. 549 


Total No. entered to date .... 


. 622 


No. of pupils graduated . . . . 20 




u " previously graduated . . 141 





Total No. graduated to date 



161 



v 
o 

5' 
to 




CIRCULAR OF INFORMATION. 



HISTORY OF THE SCHOOL. 

The Cambridge Manual Training School for Boys 
was founded and is maintained by Mr. Frederick H. Rindge. 
The purpose of the founder was to establish a school in which 
boys of average talents and of strong physique should receive 
instruction in the manual arts, should learn the lessons of faith- 
ful industry and wise economy, should become accustomed to 
being under authority, and should acquire habits which conduce 
to the maintenance of health and to nobility of character. To 
carry this purpose into effect a supervising committee was 
appointed to take charge of the erection and furnishing of 
necessary buildings, and of the organization and work of the 
school. As an essential part of the plan adopted for its manage- 
ment it was brought into such relations to the English High 
School of the city that the academic instruction to be given to 
those boys who were to receive its special training should be in 
part the same as that given in the High School, and should be 
given by the teachers of that school. It was accordingly made 
a rule of admission to its privileges that pupils entering the 
High School and electing to take the work of the Manual 
Training School might take special studies in the former 
instead of its full course, and that the manual training work 
should take the place of the other studies comprised in that 
course. Under this arrangement students in the Manual 
Training School are also enrolled as pupils in the High School. 
The relation of the Manual Training to the English High 
School was further fixed by putting the distinctive work of each 
under the direction of its own special supervising committee. 
The instructors in the various lines of mechanical training, in 
accordance with this arrangement, were and are selected by 





Fig. 3. — Floor Plans of the Mechanical Building. 



22 Tt\e Cambridge Martial Trair\ir\g School. 

and responsible to the Supervising Committee of the Manual 
Training School, while those of the English High Scliool are 
selected by and responsible to the City School Board. 

The Manual Training School entered upon its work at the 
beginning of the scliool year 1888-89. It was especially fort- 
unate in having at its head as superintendent the late Harry 
Ellis, who brought to his work those qualifications of head and 
heart peculiarly adapted to insure its success from the start. 
Its first class was one of fifteen members, who were graduated 
in June, 1891. 

BUILDINGS. 

There are two buildings occupied by the school. One, the 
larger of the two, is devoted to the manual work of the course, 
and the other to the academic. The former was erected for 
and occupied by the school in 1888 ; the latter was erected 
later and was first occupied in the spring of 1893. Both in 
their plan and equipment embody the results of careful study 
of all available information in regard to similar institutions in 
this country and abroad, and each is admirably fitted for its 
special use. Their general appearance, relative location, and 
arrangement are shown in the frontispiece, in Fig. 4, and in 
accompanjdng plans. 

The building devoted to manual training proper appears in 
the foreground of the frontispiece. The south wing of this 
building as shown in the floor plans (Fig. 3) contains the room 
devoted to the two departments of wood-working ; the north 
wing, that devoted to the two departments of iron-working. 
These rooms are each 55 X 60 feet and are well lighted. In 
the main part of the building are the offices, a tool-room, a 
forge-room 34 x 70 feet, and the boiler-room. The second 
story of this main part contains rooms for drawing and for 
storage. In the basement are lockers for the clothing of the 
pupils, wash-rooms containing large sinks supplied with hot and 
cold water, a janitor's room, a battery room, the ordinary 
toilet-rooms, and in the southern wing a spacious lunch-room 
in which are served hot lunches prepared in a well -fitted kitchen 
adjoining. These lunches are furnished to pupils and teachers 
at moderate cost. 



3 

eJ5" 







S cond Floor. 




First Floor. 
Fig. 5. — Floor Plans of the Academic Building. 



Tt\e Cambridge Marixial Trair\irig School. 25 

The building devoted to academic work, shown in Figs. 4 and 
5, contains an assembly hall having a seating capacity of 300, 
three well-appointed school-rooms, a physical laboratory fitted 
with the latest appliances for the teaching of physics by mod- 
ern methods, and the master's office. In the basement of this 
building is a large room in which are kept the elaborate 
appliances for the fire drill. There are also found here well- 
appointed shower-baths and toilet-rooms. 

EQUIPMENT. 

All departments of the school, both mechanical and aca- 
demic, are thoroughly equipped for efficient work by most 
approved methods. Indeed, the school is intended to be a model 
in these respects, and no expense of thought, labor, and money 
has been spared to make it such. 

The Wood-working: Room, on the east side (Fig. 6) of the 
building, is fitted for general carpentry, and on the west side 
for wood-turning and pattern-making. The Carpentry Depart- 
ment is fitted to accommodate twenty pupils. The benches are 
of such size and so arranged that every boy has ample room. 
In each are drawers with locks, in which each pupil may keep 
his individual tools and his finished work ; there is also a cup- 
board designed to hold most of the implements used in common 
by the several occupants of the bench. The individual tools in 
the drawers are a block plane iron ; a jack plane ; a fore plane ; 
and two chisels, f and 1£ inches. The implements used in com- 
mon are a bit brace ; try square ; hammer; bevel ; plain boxwood 
rule; dividers; boxwood scratch gauge ; screwdriver; chisels, 
i inch, | inch, and | inch ; knife ; back saw ; cutting-off saw ; 
splitting saw ; two winding sticks ; block plane ; bench hook ; 
and a dust brush. Of these implements the saws are kept in a 
special case in a tool-room in the centre of the main room ; they 
are numbered to correspond with the benches, and each pupil is 
charged with those which he receives, and is held responsible 
for their return in good condition at the end of each working 
period. Blue-prints of the drawings from which all work is 
done, held in frames with glass fronts, are hung on standards 
erected for the purpose at the middle of each bench, so that 



Tt\e Cambridge Manual Trair\ir\g School. 



they can be readily seen at a glance while the pupil is at work. 
This frame is designed to hold not only the blue-print in use, 
but also all the blue-prints of the course, the back of the frame 
being easily removed so that airy print may be placed to the 
front as needed. Conveniently located for preparing materials 
for the pupils is a double arbor bench-saw quickly adjustable 
for either cross-cutting or splitting, and furnished with all 
necessary devices for facilitating work. Glue-pots heated by 
steam are near the benches and always ready for use. 

The Wood-turning and Pattern-making Department (Fig. 
7) is furnished with a bench running the entire length of the 
west side of the room, supplied with pattern-makers' tools, and 
arranged to be used by pupils in divisions of fifteen. There are 
attached to this bench at proper distances twelve quick-action 
vises, and near each vise is a set of three drawers, one of which 
is assigned to each pupil to hold his unfinished work and his 
individual tools. These are plane irons for each plane; paring 
chisels, f and \\ inch ; turning chisels, ^ and l£ inch ; and a 1^- 
inch gouge. By the side of the drawers in each section is a 
locker to contain tools used in common by members of different 
divisions. These are a brace bit; try square ; hammer; bevel; 
plain boxwood rule ; dividers ; boxwood scratch gauge ; screw 
driver ; £, f , and £ inch chisels ; knife ; back saw ; cutting-off 
saw ; splitting saw ; Stanley's knuckle-joint block plane ; Stan- 
ley's iron jack-plane ; contraction rule ; inside-bevel pattern- 
maker's gouges, f , f , and li inch ; two winding sticks ; dust 
brush ; and bench hook. 

Parallel to this bench and at a convenient distance from it is 
a row of twelve wood-turning lathes, each having a 6-foot bed 
and being capable of doing work 12 inches in diameter. Each 
has a drawer, fitted with a lock, to hold the following tools 
used in wood-turning : — Six-inch inside and outside calipers ; 
1£ and \ inch gouges ; \, £, and \\ inch chisels ; a cutting-off 
tool ; round-nose tool ; diamond-point tool ; dividers ; an oil 
stone and oiler. At the end of this row is a large pattern- 
maker's lathe with 8-foot bed and capacity for doing work 20 
inches in diameter. It is fitted with the most approved devices 
for doing all kinds of work, and is intended to be used by the 
instructor only and by pupils who develop special skill and 



Tl\e Canqbridge Kar\Ual Trairiirig School. 29 

ability to do work of exceptionally high order. By its side are 
three iron speed-lathes of 9-inch swing and 42-inch bed, con- 
structed by members of the classes of '91, '92, and '93. Near 
by is a band saw with 26-inch wheel, of the most approved pat- 
tern and fitted with an adjustable iron table. A jig saw is con- 
veniently placed at the opposite end of the room. Located in 
the centre of the room is a tool closet supplied with a sufficient 
number and variety of tools for every possible need in the 
wood-working department. 

The Iron-working; Room, like that devoted to wood-working, 
is fitted for two kinds of work. The west side is furnished 
with appliances for general fitting, chipping, filing, drilling, 
scraping, etc. ; the east side with appliances required for use in 
machine-shop work. 

To accommodate the classes in Metal-working- by Hand-tools, 
there are (Fig. 8) five benches 3 feet high, and having 
a top 9 feet by 3 feet 8 inches. A vertical wire screen, 24 
inches high, divides the top of each table in the centre, and 
serves to protect pupils on opposite sides from the chips 
which fly from each other's work. Each side is furnished with 
two vises and two sets of four drawers, the upper one of which 
in each set is used in common by pupils of different divisions. 
One of the three others is assigned to each pupil to hold his 
individual work and tools. These are a cape chisel ; a flat 
chisel ; an 8-inch hand bastard file ; a 10-inch half-round second 
cut file. At the beginning of each lesson each pupil gets from the 
tool-room a tray fitting the upper drawer of each set and con- 
taining the following tools, with the exception of the hammer, 
which remains in the drawer: — 3-inch hardened steel try- 
square ; outside spring calipers ; spring dividers ; 4-inch steel 
scale graduated to ■&% inch ; scratch awl ; prick punch ; centre 
punch ; centre chisel ; file card ; brass vise jaws ; ball-peen 
hammer, 1£ lb. ; box of oiled waste to be used in chipping ; and 
a box of chalk. Besides the above-named benches, there is a 
side bench furnished with tools needed for special work. There 
are also four small speed-lathes, two of which were built by the 
pupils, for drilling, hand-turning, and polishing. 

The equipment of the Machine-shop Department, on the oppo- 
site side of the room (Fig. 9), consists of one 11-inch, seven 14- 




a 

u 

o 

I 

c 






3 



3 

crq 

o 
o 

3 




32 Tl\e Carr\bridge Kar\\lal Training School. 

inch, and four 16-inch engine lathes; a 24-foot planer; a 15-inch 
shaper; a 24-inch upright drill; a sensitive drill; a universal 
milling-machine ; a No. 4 arbor-press ; a power hack-saw ; a 
Walker reamer and cutter grinder ; a 36-inch grindstone ; and 
an emery grinder. The entire side of the room is occupied by 
a bench like that in the pattern-making department, fitted with 
twelve machinists' vises and as many sets of drawers. In the 
upper drawer of each set are a ball-peen hammer and a babbitt 
hammer, each of l£ lbs. weight, and a monkey-wrench. A tray 
obtained from the tool-room by each pupil at the beginning of 
every working period contains the following: — 4-inch hardened 
steel try-square ; Starrett's outside calipers ; outside spring cali- 
pers ; plain inside calipers ; spring dividers ; a 6-inch steel scale 
graduated to -^ inch ; centre gouge ; scratch awl ; centre punch ; 
prick punch ; centre chisel ; file card ; small oil-stone ; brass 
vise-jaws ; box of chalk ; and key to upper drawer. The tool- 
room is furnished with drills, reamers, arbors, taps, and all other 
necessary tools in variety and number sufficient to supply each 
pupil with whatever he needs to complete a given job. These 
he obtains at the tool-room by depositing a check for them, of 
which he is furnished with a given number, and which takes the 
place of the tool received until he returns it in good condition. 
Under each lathe is a small cupboard containing wrenches, 
change gears, and other lathe accessories. Similar arrangements 
are made for accessories of other machines. 

All the machinery in the building is driven by an engine 
located in a fenced-off section of the iron-working room, which 
is under the charge of a competent engineer. 

The Forge-room (Fig. 10) is furnished with fifteen Sturtevant 
portable forges, each connected by proper pipes with a blower 
and with an exhaust fan, to prevent the poisoning of the air by 
coal gas, and to secure proper ventilation. These forges are 
supplied with a shovel, a poker, a rake, ten pairs of tongs fitted 
for handling iron varying from ^ to f inch in diameter, a dipper 
for sprinkling the fire, and a coal-hod. Near each forge is an 
anvil and a tool bench. Each bench has a set of three drawers 
occupying the entire space below the top. Upon the benches 
are f and | inch swedges ; £ and f inch fullers ; flatter ; set 
hammer; hand hammer; hardy; hot chisel and cold chisel; 



2 
b5' 




34 Tl\e Cambridge Manual Training School. 

square ; 2-foot boxwood rule ; outside spring calipers ; and head- 
ing tools, T \ to \ inch. A standard, three feet high, is attached 
to the back of each bench to support the blue-prints from which 
the pupils work. There are also in the room, conveniently and 
firmly located, six wrought-iron blacksmiths' vises. Other tools 
of various sorts, used for special kinds of work, are found in 
different parts of the room. Indeed, nothing is wanting which is 
likely to be needed in practical forge-work. The boilers which 
generate steam for heating the buildings and running the 
machinery are also located in this room. 

The Drawing-rooms are two in number ; one being used for 
the elementary work of the first two years of the course, and 
the other for the advanced work of the last two years. They 
are both high, well-lighted, and spacious. 

The room for the first two years' work (Fig. 11) contains 
eighteen double tables, 36 inches high, with tops 24 by 76 inches. 
Each has two large drawers to hold the implements used in com- 
mon b} T pupils of different divisions. These implements are 
two celluloid transparent triangles, such that angles of 30°, 45°, 
60°, and 90° may be laid off from them ; three French curves ; 
German silver compasses, with attachments ; an architect's tri- 
angular boxwood scale ; German silver hair-spring dividers ; 
Alteneder's ruling-pen and bow-pen. Each boy is supplied with 
a drawing-board and T-square. All the tables- are furnished 
with twelve small drawers, with locks, so that each pupil 
may be assigned a private drawer in which to keep his fin- 
ished or unfinished work. The teacher's platform is elevated 
three feet above the floor, thus enabling the most distant 
pupil to get an unobstructed view of objects placed upon the 
teacher's table, and of illustrations upon the blackboards, the 
lower edges of which are three feet above the platform. There 
are three of these blackboards, arranged one in front of the other, 
in a fixed framework, each movable, and having a counter- 
balancing weight attached so that it may be readily dropped 
down out of sight. At the other end of the room is the appa- 
ratus used in making blue-prints. The preparation of these is 
one of the most important functions of the drawing department, 
inasmuch as all the mechanical work of the pupils is based upon 
drawings and designs made by the instructors and advanced 
students. 



36 Tl\e Carqbridge Manual Trailing School. 

The room for advanced drawing is furnished with the improved 
tables already described. Racks for drawing-boards are placed 
near the doors, so that pupils can get them conveniently as they 
enter the room, and put them again in place as they leave- 
There are cabinets and drawers for the preservation of work, 
containing a collection of fine specimens. A number of the 
finer drawings have been framed and hung upon the walls. 

All the appointments of these rooms are first-class in every 
particular, and the work to which they are devoted is designed 
to be thorough and comprehensive. No pains have been spared 
to make the most efficient arrangements for rendering the work 
of this department of superior excellence. 

The Power for operating the machinery is furnished by a first- 
class automatic engine built by C. H. Brown, of Fitchburg, Mass. 
The steam is taken from two horizontal tubular boilers of forty 
horse-power each, which also furnish steam for heating both 
buildings. Connected with the boilers is a duplex Blake pump 
and the best safety and regulating attachments, including Reli- 
ance water-columns, damper regulators, reducing valves, nickel- 
seated pop-valves and safety-valves of the lever pattern. The 
engine-room is equipped with a limited number of instruments 
for experimental and test work. 

In the ivinter of 1896 a test of a rotary engine was made under 
the supervision of the engineer. The testing apparatus used 
was a " prony brake," of simple but effective design, made by 
members of the senior class. The satisfactory results of the 
test, and the interest manifested in it by those who took part, 
will justify a repetition of this exercise and the introduction of 
other tests in the near future. 

In the engine-room is also placed a direct-current dynamo 
which furnishes current for two hundred and fifty twenty- 
candle-power lamps used in the shops in the short days of winter 
and for evening work. The buildings are also supplied with the 
alternating current by the Cambridge Electric Light Company, 
and with arc lamps. The several circuits required to carry cur- 
rent in two forms to the various rooms of both buildings are 
controlled by a multiple switch-board placed in the engine-room 
and under the sole charge of the engineer. Its position is shown 
in Fig. 12. The engineer is also responsible for the bells con- 
trolling the programme for the entire school. 



era 



H 
tr 
ft 

W 

3 

5' 




38 



Ti|e Canqbrid^e NLar\xlal Trailing School. 



The Academic Building is as well equipped as that devoted 
to the mechanical part of the school's work. 

The Assembly Hall (Fig. 17), besides its use for other exer- 
cises of the whole school, is used twice each week for a general 
exercise in singing, under the direction of a competent leader 
and instructor. It is also used for a general drill of the pupils 
in marching and other semi-military exercises. To adapt it to 
these various uses, it is furnished with seats readily movable. 
In front is a spacious stage suitably furnished. An oil portrait 
of the late Superintendent Ellis occupies an appropriate place 
upon the wall above the stage. 

The three School-rooms, one of which is shown in Fig. 15, are 
each seated for 49 pupils with the Whitcomb single lid-desks 
with chairs. There are also additional seats for use when a 




Fig. 13. — Science Lecture Hall — English High School. 



larger number of pupils are to be accommodated. The black- 
boards in these rooms are of slate. The walls are adorned with 
framed photographs of the World's Fair at Chicago, and of 



3 
d5" 




40 Tl\e Cambridge Manual Trailing School. 

natural scenery. In one of these rooms are convenient arrange- 
ments for the storing of books and other appliances, and a case 
for reference books. Connected with one of them is a retiring- 
room, tastily and comfortably furnished for the lady teachers 
employed in the school. 

The Physical Laboratory is intended to be and is considered 
a model of its kind. It is planned for class instruction, but 
some provision is made for necessary individual work and for 
lectures on special subjects. For lecture purposes an espe- 
cially good outfit for projection is provided, in which an arc light 
can be used. There are properly arranged in the laboratory 
eight tables, each large enough for four pupils and adjustable 
to either a sitting or a standing position. In each are four 
drawers for note-books and apparatus. A firm frame rises four 
feet above the middle of each, to which is attached a bar which 
may be easily moved and clamped at any desired elevation, 
and connected with which are rods for supporting balances and 
other appliances. There is also a lecture table furnished with 
drawers and lockers, and supplied with gas and hot and cold 
water. Along the two outside walls — the windows being high 
enough to permit this arrangement — are shelves of slate two 
feet wide and nearly two inches thick, forty inches above the 
floor, supported on heavy brackets firmly bolted to the brick 
walls and entirely independent of the floor. These shelves or 
wall-tables secure the stability required for certain experiments. 
Under them are placed cabinets, nine in number, each contain- 
ing six drawers and two lockers, thus making accommodations 
for eighteen pupils to work at the same time. The wall-tables 
are supplied with gas, water, and electricity within reach of 
the pupil as he stands in his place. Under each of the water 
faucets are drip-sinks with proper drainage. The laboratory is 
well supplied with electricity. The direct current at a tension 
of either 6 volts or 80 volts may be supplied to the students' 
tables, and is accessible to the instructor at a tension of 110 and 
500 volts. The alternating current at 110 volts is also easily 
accessible. Conveniently located on the west partition wall is a 
complete set of meteorological instruments, and also a standard 
pendulum electrically connected with a sounder for ticking off 
seconds accurately. 



42 



Tt\e Cambridge Manual Trailing School. 



Connected with the laboratory is a spacious apparatus-room, 
which may also be used as a dark-room for photometry and as a 
developing-room in photography. In this room are stored for 
use as needed apparatus for elementary and accurate measure- 
ments of the fundamental physical quantities, length, mass, and 




Fig. 16. — Chemical Laboratory — English High School. 



time ; instruments designed for measurements in heat and elec- 
tricity ; and also those needed to illustrate physical principles 
qualitatively. 

All the rooms in this building are heated and ventilated by 
the Sturtevant system. The engine used for this purpose is 
in the basement of the building, steam being furnished by the 
boilers in the other building. All the rooms are furnished with 
electric lights. The hall and corridors can be lighted either by 
electricity or gas. Lavatories are placed in the corridors, in the 
ladies' retiring-room, and in the master's office, and are supplied 
with both hot and cold water. 



% 
n 



3 




44 Tt\e Cambridge Manual Trairiirig Sc'qool. 



THE COURSE OF INSTRUCTION. 

A three years' course of instruction, adopted tentatively upon 
the organization of the school, was followed, with some modifi- 
cations, until 1893, when the present four years' course was 
entered upon. A new and growing school, especially one of 
the pioneers in undeveloped fields of educational forces, could 
hardly be expected to fix upon the details of a plan which 
should be unalterable. The course outlined on page 11, and 
more fully explained below, was the outgrowth of the first five 
years of experience in the management of the school, and 
although slight changes are desirable, and are contemplated in 
the work of the third and fourth years, it is believed to be, on 
the whole, a very satisfactory scheme for working out the dis- 
tinctive aims of the school. It is evident that a 
strong effort is made to give proper emphasis to 
Strength of the academic features of the course, and to make 
the Academic that work more interesting and effective by 
Instruction, bringing it into intimate relation with instruction 

in the mechanic arts. Not only is the school 
peculiarly adapted to the needs of all boys who, 
having little aptitude for abstract study, wish to learn in a 
practical way the principles which underlie the processes in- 
volved in the various manual employments, but it is also 
believed to offer unsurpassed advantages to boys who wish to 
prepare for the Lawrence Scientific School, the Massachusetts 
Institute of Technology, or any similar institution. The manual 
dexterity and the thorough knowledge of tools, machinery, and 
mechanical processes acquired in the shops, at an age when 
time can be most easily spared for such training, is of inesti- 
mable value in any scientific pursuit. 



TY\e Canqbridge Manual Trair)ir(g School. 



45 



First Year. Class IV. 



English High 
School. 


Hours 

per 
Week. 


c 

o 


Manual Training 
School. 


Hours 

per 
Week. 


C 
O 


Elementary Algebra. . . 


5 
3 
3 

2 


10 

l\ 

10 




5 

10 
10 


10 


Carpentry and Joinery 


5 

5 


English Language \ 
English Literature J 







The course in algebra includes definitions and notation, addi- 
tion, subtraction, multiplication and division, factoring, frac- 
tions, equations of the first degree with one or more than one 
unknown quantity, powers and roots, radicals and affected 
quadratic equations. 

The text-book prescribed for the course in English history is 
Montgomery's " Leading Facts. 1 ' The topical method of instruc- 
tion is employed, and the boys' note-books contain topics, his- 
torical maps, notes of collateral reading, important dates, and 
various other memory aids. Photographs of persons, places, and 
scenes, guide-books of the Tower of London and Westminster, 
facsimiles of the Magna Charta, of famous death-warrants, and 
of the earliest newspapers printed are utilized as helps in this 
study. 

The course in civil government is based upon Dawes's " How 
We Are Governed." The methods used are similar to those 
employed in the teaching of history. 

The instruction in English follows the plan of Chittenden's 
"Elements of English Composition." Frequent themes are re- 
quired. The literature studied is selected from the leading 
American authors, and includes both prose and poetry. 



The course in drawing includes the following : — Use of T- 
square, triangles, scale, pencil and compass, mechanical alpha- 
bet and its applications, geometrical constructions, projections, 
prisms, cylinders, etc., dimensioning, intersections and develop- 
ments, and tests. 



D PLATE. 16- 




Fig. 18. — Simple Projection. (Cone.") 
D PLATE 22 _ 




Fig. ig. — Simple Development. (Stove-pipe.) 




Fig. 20. — Practical Projections. Theoretical and 
Draughtsman's Method. 



Tl\e Canqbridge Manual Trailing School. 



47 



The course in carpentry and joinery is as follows : — Saw and 
chisel exercises, halved joints, blind mortise and tenon joints, 
open mortise and tenon joints, halved dovetailed joints, dove- 
tailed- joints, brace joints, boring exercises, dowel joints, table 
leg and rail, glued triangle having angles of 30, 60, and 90 
degrees, model of a newel post, tool chest, shoe-blacking stand, 
etc. 

The tools used are : — Rip, cross-cut, back, and keyhole saws ; 
block, jack, rabbet planes and jointer ; try square, chisels, gouges, 
bit stock, bits, level marking-gauge, hammer, nail set, mallet, 
screw driver, counter sink, brad awl, spoke shave, clamps, wood 
files, drawing-knife, mitre box, oilstone and grindstone. 

The course in iron-fitting is as follows : — Chipping, filing, 
scraping, polishing, fitting of sliding parts, drilling, hand-turn- 
ing, bolt-cutting, tapping, etc. 

The tools used are : — Hardened steel try-square, outside 
spring calipers, spring dividers, steel scratch awl, prick punch, 
centre punch, file card, brass vise jaws, ball-peen hammer, cape 
chisel, flat chisel, and various forms and sizes of files. 



Second Year. Class III. 



English 
High School. 


Hours 
per 

Week. 


«3 

"3 

o 


Manual Training 

School. 


Hours 

per 
Week. 


O 




3 

5 

2 


10 
10 

10 




5 

10 

10 


10 


Wood-turning ) 
Pattern-making \ ' " 
' Blacksmithing } 
■ Casting / 




English Language ) 
English Literature j 


5 
5 



Tlie instruction in geometry follows closely the plan of the first 
three books of Bradbury's "Academic Plane Geometry," i.e., 
through the geometry of the circle. Very little is required in 
Books IV. and V., because the ground is covered by the practice 
in mechanical drawing. The aim of the course is to cultivate 
the power of close and accurate reasoning, by a careful study 
of model demonstrations. As much original work is required 
as seems consistent with a satisfactory study of the formal 
demonstrations outlined in this course. 




Fig. 21. — Exercises in Carpentry and Joinery. 




Fig. 22. — Exercises in Metal-working by Hand. 



T^e Canqbridge Kar\\ial Training School. 



49 



The course in physics aims to cover all the principal topics in 
a manner consistent with elementary treatment. An effort is 
made to avoid the fragmentary view of the subject which would 
be incident to a purely experimental course of one year, and at 
the same time to retain the advantages of laboratory methods. 
The method of instruction combines qualitative and quantitative 
laboratory exercises, of which carefully prepared reports are 
required, with lecture-table demonstrations by the teacher. 
There are frequent text-book lessons, and the necessary recita- 
tions and examinations. 

The second year's work in English is based upon Lockwood's 
" Lessons in English." This course embraces an outline of the 
history of the English language and the elementary principles 
of rhetoric. Compositions form a part of nearly every lesson. 
The authors studied are Scott, Dickens, and Hawthorne. 



The ivorh in drawing includes the following : — Inking with 
ruling pen and compass pen, shade lines, the standard bolt 




Fig. 23. — Practical Perspective. (Box.) 



with formulas, machine drawing, dimensioning and specifying, 
freehand outline drawing, mechanical perspective, freehand 
perspective from models, freehand machine drawing, dimen- 
sioned constructions, intersection and development of plane 




|/n^e7»jec£io>ii itsu%j &srjo&ncZicz*.Zccr- C-ujLi.jjna PLa.7T.es. 



Fig. 24. — Intersections and Developments. 
(Hexagonal and Square Prisms.) 




Fig. 25. — Intersections, illustrating the use of Descriptive Geometry. 



Tt\e Canqbridge Kar\Ual Trailing School. 



51 



surface solids requiring cutting planes, oblique projections, and 
tests. All sheets are executed in ink, except those for free- 
hand and mechanical perspective. 

The course in wood-turning is preparatory to pattern-making, 
and consists of exercises in measuring with calipers and dividers, 




Fig. 26. — Exercises in Wood-turning and Pattern-making. 



and in cylindrical, compound, conical, globe chuck, and face- 
plate turning. 

The tools used are : — Wood-turning lathe, inside calipers, out- 
side calipers, dividers, gouges, chisels, cutting-off tool, round- 
nose and diamond-point tools, oil-stone, and oiler. 

The pattern-making work consists of instruction concerning 
moulding, draught of patterns, use of shrink rule, core prints, and 
core boxes ; followed by exercises in laying out patterns, build- 
ing up cone-patterns, jig-sawing, and all operations involved 
in making both solid and split patterns. 

The course in forgiyig and black •smithing is as follows : — Ex- 
ercises in care of fire, and in drawing, upsetting, bending, 



52 



Tt\e Cambridge Manual Trailing School. 



riveting, welding, punching, and tempering. Some of the arti- 
cles made are : — The wedge, square point, sign dogs, stone dogs, 
S-hooks, bent welded rings, harness hooks, truck-hangers, hooks 
and staples, swivels, shafting-keys, shaft with shoulders, bent 
angle-irons for strengthening joints, welded angle-irons, chain 
links, eye bolts and ring, device with bolt and cotter, bolts 
and nuts, square and hexagonal lathe tools, tempered spring, flat 
drill, hammer, blacksmith tongs, etc. 

The tools used are : — Portable forge, anvil, hand hammer, 
rule, square, s wedges, fullers, set hammer, hot chisel, cold chisel, 
hardy, outside spring calipers, heading tools, and various tools 
used in caring for the forge fire. 

Third Year. Class II. 



English 
High School. 



1 f Advanced Algebra, 
\ Plane Geometry. . . 

„ J Physics 

\ Chemistry 

French 

English Language ) 

English Literature ) 



Hours 

per 
Week. 


"3 

o 


5 


6 


5 


4 


2 


10 


3 


10 


5 


10 


3 


10 



Manual Training 
School. 



Drawing ^alternate 
days) 

Machine -shop (alter- 
nate days) 



33 £ 



10 
10 



An option is offered between Nos. 1 and 2, the course including 
the mathematics being designed for boys who are fitting for 
higher scientific schools, and the course including the sciences 
for those who do not intend to enter the higher schools. No. 1 
might be stated as reviews in mathematics required for admission 
to scientific schools. 

The mathematical ivork of this year is designed to meet the 
admission requirements of the Massachusetts Institute of 
Technology in elementary algebra and plane geometry, which 
include all the topics of academic algebra, through geometrical 
progressions, and the first five books of plane geometry. The 
text-books used are Bradbury & Emery's "Academic Algebra" 
and Wentworth's " Elements of Plane Geometry." 

The advanced course in physics assumes a knowledge of the 




Fig. 27. — Exercises in Pattern-making. 




Fig. 28. — Exercises in Forging. 



54 Tl\e Carr\bridge Manual Trailing, School. 

elements of the subject in general and such skill in manipulation 
as may be acquired in the elementary course of the previous 
year. The course is mainly experimental, and includes measure- 
ments in the metric units of length, mass, and volume ; investi- 
gation of such laws as those governing the elasticity of wooden 
rods under flexure or torsion ; the determination of such values 
as the breaking strength of wire, the coefficient of expansion of 
metals, the latent heat of water and steam, specific heat of 
metals, and the electrical resistance of wires both by substitution 




Fig. 29. — A Class Exercise in Wrought-iron Work. 



and by the bridge method. The advance is in the line of more 
accurate methods of experimenting rather than in new subjects. 
The course in chemistry consists of 40 laboratory exercises 
and 80 recitations or lectures. The experimental work includes 
50 of the 100 experiments prescribed by the Committee of Ten. 
The topics are: Oxygen, nitrogen, hydrogen, carbon, acids, 
bases, salts, oxides of nitrogen, oxides of carbon, chlorine, 
bromine, iodine, sulphur, phosphorus, arsenic, silicon, glass, 



2 



CO 



o 

c 




56 



Tt\e Cambridge Manual Trailing School. 



atmosphere, water, flame, calcium, magnesium, aluminum, zinc, 
lead, tin, mercury, silver, iron, illuminating gas, alcohol, bread, 
soap, Dalton's laws, Gay Lussac's and Avogadro's law with 
problems. 

The course in French covers Otto's " French Grammar," Part 1, 
and the translation of Worman's "Premier Livre," "Peppino," 




Fig. 31. — Making an Examination by means of the Fluoroscope and 

the X-rays. 



" Les Recits de la Vieille France," " Le Pacte de Famine," and 
" Le Siege de Berlin." There is much translation of English 
into French, either orally or at sight, or in the form of written 
exercises prepared during the study period, or in class under 
the supervision of the teacher. 

The English of this gear includes daily themes and the 
reading of selections from standard authors. 



The course in drawing is as follows : — Projections ; measure- 
ments of inclined lines with applications; geometrical construc- 
tions, such as mathematical curves, the helix with applications 
to screws, theory of conic sections, intersection and develop- 
ment of solids bounded by curved surfaces requiring the 



3 

tfq' 



O 
O 




58 



Tl\e Canqbridge Kar\Ual Trairiirig School. 



cutting plane ; theory and execution of the spur gears ; machine 
drawing (detail and assembled) specified and dimensioned for 
use. 

Each student is treated as an assistant draughtsman in a 
large office. A complete machine is selected and each assistant 
draughtsman is given an idea of some part which he must 
develop, and of which he must produce a correct working 
drawing. At least two parts are thus treated, and each student 
makes two or more tracings of sheets not his own. From these 
he makes blue-prints on paper prepared by the class. The total 
time in the drawing office is about seventy hours. 

The machine-shop course for both third and fourth year consists 
of lathe work, including the preparation of work for the lathe, 




Fig. 33. — Making the X-ray Sciagraph of a Boy's Chest and Shoulders. 

(See Fig. 32.) 



straight and taper turning, boring, chuck drilling, reaming, 
screw cutting, uses of boring bar, compound rest, taper attach- 
ment and fine measuring tools, planing on planer and shaper, 
milling, drilling, and boring in drill press, forming and grinding 
cutting tools, construction and assembling of machines, and the 
use of special tools. 

The tools used are those of the first year, and also the engine 
lathe, planer, shaper, milling machine, upright drill, sensitive 




Fig. 34. — A Group of X-ray Sciagraphs. 



Fractured elbow joint. 
Left foot, naked. 



Perfect hand. 

Right foot of same person encased in a 
pointed shoe. 



60 



TY\e Canqbridge Nlai\\ial Trair\irig School. 



drill, emery grinder, drills, reamers, arbors, taps, lathe dogs, and 
tools of every variety needed to complete a given piece of work. 
Throughout the entire course the pupils in each shop work 
from prepared blue-prints giving details and specifications of 
the work, or from drawings specially prepared by themselves. 

Fourth Year. Class I. 



English High 
School. 



1 ( Solid Geometry "I 
t Reviews in Math. J 
_ I Chemistry or 1 
*• \ Botany / ' ' 

English Language 
English Literature 
U. S. History 
French 



Hours 

per 
Week. 


£ 
O 


5 


10 


5 


10 


3 


10 


5 


10 



Manual Training 
School. 



Drawing (alternate 
days) 

Machine-shop (alter- 
nate days) 




An option is offered between Nos. 1 and 2. 
Note. — A change in the statement of the work in mathematics and science for 
the fourth year is contemplated, adding advanced algebra under No. 1 and 
inserting physics, or, as an alternate, the reviews in mathematics of the previous 
year, in place of botany. The addition of advanced algebra is demanded by 
present or prospective college admission requirements. The second change is 
suggested to meet the needs of those boys of Class I. who do not intend to enter 
the higher schools. 



The work of the class in advanced mathematics has been divided 
between advanced algebra and solid geometry, three days of 
each week having been given to algebra and two to geometry 
during the fall and winter terms. The latter months of this 
year are spent in the necessary reviews in mathematics for the 
entrance examinations of the Lawrence Scientific School and 
the Massachusetts Institute of Technology. 

The xoork in English and history for the advanced class fol- 
lows the entrance requirements of the Institute of Technology 
and the Lawrence Scientific School. In English the books 
agreed upon by the colleges are read, and much written work is 
required. In history the class follows Johnston's "United 
States," but this book furnishes only a small part of the work 
done. From topics assigned with references to larger historical 




Fig. 35. — Advanced Practical Geometry. 
(Mathematical Curves.) 




Fig. 37- — Machine-shop Exercise. 




Fig. 38. — Class Exercise — Speed-lathe. 




si 



5 k 



Ti\e Cairibridge Karydal Trair\iT\q School. 



65 



works, a thorough study is made of the more important phases of 
American history ; essays are written upon the lives of our great 
statesmen and different historical movements ; and something is 
attempted in the way of individual and voluntary study of some 




Fig. 40. — Isometric and Cast Shadows. 

epoch or event. The English history required for entrance to 
the Lawrence Scientific School claims some portion of the time 
devoted in this course to history. 



The drmving in the regular course consists of machine mech- 
anism, belting principles, bevel gears (elective), worm gears, 
rack and pinion (elective), assembling a machine from details 
(elective), projection and cast shadows, isometric projection 
and shadows, use of color washes and tints. 

The student may, if he desires, substitute the following for 
the drawing marked "elective' : — Architectural details, as 




Fig. 41. — Class Exercise — Marine Engine. 



Tt|e Cambridge Manual Trailing School. 67 

sections through a building, window casings, inside and outside 
finish and decorations, etc., and the plans and elevations of at 
least two houses. 



rf*n rTTi cm rf T] 




Fig. 42. — Working Drawing of Marine Engine. 



For the Institute section the course is as follows : — Ortho- 
graphic projections and shadows with color washes and tints, 
isometric projection, simple and complicated shadows, isometric 
intersections, etc., and descriptive geometry. 

For machine-shop work see the paragraphs at the end of third 
year. 








k 



o 
"o, 

5 






DISTINCTIVE AIMS 

AND 

SPECIAL FEATURES 



DISTINCTIVE AIMS OF THE SCHOOL. 



In the brief sketch of the history of the school with which 
this circular of information began was imperfectly indicated its 
purpose from the point of view of its founder. In its practical 
organization and work, because of its correlation with the public- 
school system of Cambridge, while its founder's purpose has 
been kept constantly in view and has been given dominant 
force, other purposes not antagonistic to his have been con- 
sidered. The distinctive educational value of manual training 
has been carefully studied; the relations which the school 
should sustain to the other educational agencies of the city 
have been duly considered ; the prospective needs, in prepara- 
tion for efficient living, of the class of boys whose interests the 
founder had in view and who would be likely to take advantage 
of its benefits have been earnestly consulted. As a result the 
school has come to have very definite distinctive aims and pur- 
poses of its own, which it seems desirable to state somewhat 
more in detail. 

Manual training, as a special form of the educational process, 
presents two claims to a place in any system of education look- 
ing primarily to the preparation of the indi- 
Claims of vidual for right living as its paramount end. 

Manual These claims are, in a measure, theoretical as 

Trainins"* y e ^' ^ u ^ are ^ as ^ Decom i n g" established as fact 

supported by the results of experience. They 
may be formulated as follows : 

1. A properly ordered system of physical activities, exercised 
in the intelligent planning and production of finished products 
of handicraft by skilful methods, involves such exercise of the 
physical, intellectual, and moral activities as must necessarily 
result in development of physical, intellectual, and moral 
power. 



Tl\e Cambridge Manual Trairiirig School. 71 



2. The practical manual skill acquired in such a system of 
activities is essentially the same as is demanded by and exer- 
cised in the general productive industries in which the mass of 
men must exercise their energies. 

Upon these claims is based a theory which is fast gaining 

place in the organization of school systems in the larger cities. 

That theory is, that it is both practicable and 

Correlation desirable to correlate manual training with the 

r ■-- j ordinary forms of educational activity, exercised 

,— ■,,' in the study of the various subjects of instruc- 

rammgf an tion, [ n sucn manner as to give a development 
Other school m ore valuable for the majority of pupils than 
Subjects* can be gotten through the single ordinary form, 

and of nearly or quite equal value for all pupils. 
Under this theory, manual training, prepared for in the form- 
study of the primary school, takes on the forms of compulsory 
sloyd work for all pupils in the grammar grade, and of car- 
pentry, wood carving, turning, and pattern making, forging and 
other processes of working in iron, as elective, for boys of the 
high school grade. For this latter form the specially organized 
and more or less fully equipped manual training schools and 
mechanic arts schools have been established. 

The two general departments of work done in these schools 
— the academic and the mechanical or manual — may be and 
are, in practice, so correlated as to be of equal educational value, 
and to have in view only the general educational end, a sym- 
metrical development of all the pupil's powers. They may be, 
however, and in many cases are, so correlated by the larger em- 
phasis given to the mechanical side of the work that the schools 
become in greater or less measure distinctively institutions for 
the training of their pupils for the practice of the mechanic arts 
in some one of their varied forms. Such are trade schools. 

In accordance with the purpose of its founder, and at the 
same time to bring it into proper relations with the public- 
school system of the city, the Cambridge Manual Training 
School has a character peculiarly its own. It aims to give the 
largest practicable development of power, physical, intellectual, 
and moral, which can be secured from the educational forces 
found in an extended and well-graded course of exercises in 



72 Tl\e Cambridge Manual Training School. 

manual training proper; it aims to coordinate with the educa- 
tional force of manual training, in fit correlation, that found 
in a well-balanced course of instruction in 
f-< , r mathematics, physical science, history, civics, 
' ' literature, and language ; it aims to train to 
8 self-reliance, habits of obedience, and of prompt 
Manual an( ^ systematic action, through the educational 

Training: force of its semi-military exercises and its fire 

School. and emergency drills, and thus to give its pupils 

the power both to govern themselves and to con- 
trol and direct the activities of others ; it aims distinctively and 
emphatically to implant in its pupils a respect for honest labor, 
of whatever sort, and for the laborer as well, and thus, as far as 
it may legitimately, to give them a bias toward industrial pur- 
suits ; and, finally, in the mastery which it gives of the principles, 
the manipulations, and fundamental processes which underlie 
the mechanic arts, it aims to give them a long start toward 
making them skilful and efficient artisans. In short, it aims to 
make intelligent, strong-thinking, right-feeling, self-respecting, 
self-governing, and right-living men out of its pupils, whatever 
may be the position which they may be called to fill in their 
after life, and, at the same time, to give them a decided impulse 
toward the adoption of some industrial pursuit as their life 
work. 

How well or ill the school, as organized and conducted, is 
adapted to the securing of its distinctive aims, can be deter- 
mined theoretically by testing its course of instruction, both 
academic and industrial, by pedagogical and psychological prin- 
ciples. Tested by these principles, the academi- 
cal work will be seen to include a well-ordered 
The Value of scheme of studies adapted to the intellectual 
the Academic status of pupils of the high-school grade. Physi- 
Course* ca ^ sc i ence ' mathematics, language, literature, his- 

tory, and civics form a group of studies whose 
acquisition, if they be rightly taught, brings into 
exercise every faculty of the intellect, and through that exercise 
can hardly fail of giving a strong and symmetrical intellectual 
development. In the right study of literature, history, and 
civics, moreover, is a force of highest value for the moral educa- 



Tl\e Can\bridge Manual Trairiirig School. 73 

tion of the pupil. In their study he learns the best things that 
men have felt and thought, and finds their highest conceptions 
of individual and social rights and duties formulated in institu- 
tions and laws. 

The industrial work in its educational force efficiently supple- 
ments and reinforces the effects of the academic. To make or 
read a working drawing ; to see in its lines the 
'T'i 1 e outline of something into which crude material, 

T +• Tt T whether of wood or iron, is to be wrought ; to 

form and hold in mind the perfect image of that 
° ° which is to be made ; to think out and through 

Manual the manipulations by which it is to be wrought ; 

Training. to test and prove the final result as the exact and 

perfect product sought from the beginning — 
such a process involves a series of mental activities of as wide 
range and as great intensity as are involved in establishing a 
principle in physical science or solving a problem in algebra. And 
the educational product of the one may be quite as great and 
valuable a preparation for right and efficient living as that of the 
other. Nor is there lacking an ethical product 
TU T7+V T °~^ -^ ar §' e vaiue as the effect of this process. To 
do things with exactness, to seek the highest 
perfection in the product of one's skill, even if 
that product be of the simplest form into which 
wood or iron can be wrought, is to seek the true, and may be to 
seek the beautiful as well. In such seeking to attain the per- 
fect, there must be, moreover, the exercise of careful, patient 
persistence, which, continued through all the processes of the 
four years' course, can hardly fail to result in that highest of 
educational products — habit. 

But development and training of faculty is not the sole 
product of the educational process rightly 
ordered. Useful and usable knowledge should 
The also be sought. Courses of study and proc- 

Practical esses of training should, therefore, be arranged 

Test. and conducted with a view to giving the largest 

practicable results in useful and usable knowl- 
edge consistent with the largest development 
of faculty. Herein both the academic course of study and the 



74 Tt|e Canqbridge Kar\Ual Training Scqoci. 

course in manual training will be found to conform to the aims 
of the school. The studies taught, and the methods of teaching- 
outlined, are those whose results will be knowledge useful to 
every efficient artisan and intelligent man, and usable in the right 
conduct of life, in both its business and social requirements ; 
and the manual dexterity acquired in the manipulations which 
enter into the processes of the mechanical work of the school, 
the command of implements and machinery employed, the 
knowledge of the nature and capabilities of the materials used, 
the thorough acquaintance with the methods and processes by 
which the best results in finished products must be attained, — 
all the skill and information acquired in the manual-training 
work, in short, — is a species of knowledge useful to, and to 
greater or less extent usable by, every man, and especially so 
to every one in any way interested or engaged in industrial 
pursuits. 

So, too, the special and supplementary exercises of the school 
commend themselves as well fitted to supplement and strengthen 
its other educational forces, in conducing to the aims which 
control its work. But especially are they 
adapted to secure that physical health and de- 
Effect of velopment which are so important factors in 
the Special efficient living, and to induce those habits of 
Features. self-reliance, self-command, and promptness of 
action in emergencies, which are essential ele- 
ments of strong, sturdy character. 
Theoretically, then, the work of the school closely conforms 
to its distinctive aims. Whether or not, in actual results, theory 
and practice shall be found in complete harmony, it is too soon 
to say. The school has been in operation for so short a time, 
comparatively, that those boys who are giving 
the results of its training the test of life among 
Success men of other training have not yet been away 
of the from it long enough to furnish conclusive evi- 
Graduates. dence of the real value of their training. So far, 
however, as any evidence in this regard exists, 
it will be found in the facts disclosed regarding 
those who have graduated, as given in the list appended to the 
catalogue of pupils. 



Tt\e Cambridge Manual Trailing School. 75 

The history of the school has furnished evidence regarding 
two facts which are of importance. It has been found that a very- 
considerable number of its pupils have been and are boys who 
would not have carried their education beyond that of the gram- 
mar school had not the manual school been accessible to them. 
The school, therefore, evidently furnishes a coarse of training 
demanded by actual modern conditions, and in 
this one respect is doing a very important work. 
Any educational agency which is of a character 
upon to induce boys to carry their education forward 

Secondary beyond the elementary stage thereby proves 

pj ,. its right to be. Again, it has been found that 

as a rule those pupils who are able to do the 
best work in the academic course are those 
whose manual work is most excellent. This fact would seem 
to show that a real and close correlation exists between the two 
lines of teaching, such that each exerts an educational force 
supplementary to and helpful of the other ; and it goes a long 
way to substantiate the claims upon which manual training rests 
its right to a place in any most efficient scheme of education. 




SPECIAL FEATURES OF THE SCHOOL. 



Reference has already been made to certain exercises which 
may not ordinarily be considered as forming a part of the regular 
school work. It is the policy of the Cambridge Manual Training 
School not to let pass any opportunity which the school life may 
offer to keep boys constantly employed in those forms of right 
activity which may interest them and help them to make the 
most of themselves. To put such a purpose into practice most 
effectively necessitates the extension of the school authority and 
management beyond what is included in a course of instruction, 
as ordinarily understood, to embrace much that is usually left 
almost entirely to various voluntary organizations which are not 
under the control of the school authorities. In this school, 
although its work is enriched by many special features, there are 
none of these auxiliaries which are not closely connected with 
the general management, and they are conducted with the same 
earnestness and system that characterize the regular work of the 
school. 

THE FIRE DRILL. 

The most important of these auxiliary features is the fire 
drill. It was originated by the late Superintendent Ellis, and, 
under his management, brought to its present thorough and 
systematic state. Introduced into the school at the outset as a 
voluntary element, chiefly for the sake of the physical exercise 
and recreation which it furnished, its greater usefulness as an 
educational force has been recognized in practice, so that it is 
now required of all boys excepting those who are physically 
unable to undertake it. 

Every part of this drill is under the personal supervision of 
some instructor who has a thorough knowledge of all its details. 
He is held responsible for the discipline of the boys and their 
officers, and for the safety of all during drill. As a preliminary 



3 




Tl\e Cambridge M.aryUal Training School. 



the pupils of the entering class are given a course of lectures 
explaining the use of a knowledge of fire-prevention and fire- 
fighting, the present methods employed, and the improvements 
needed. They are then given a systematic course of exercises 
designed to 
give them 
a practical 
knowledge of 
the methods 
of the fireman. 
Some of the ex- 
ercises are the 
following : — 
Practice with 
the life-net; the 
use of the life- 
belt and life- 
harness ; prac- 
tice with the 
life-line gun; 
the erection 
and use of lad- 
ders ; the hand- 
ling of differ- 
ent forms of 
fire-hose, in- 
cluding coup- 
ling, laying the 
line, carry- 
ing the lines 
through build- 
ings or up lad- 
ders, the use of nozzles, pipes, Siamese, goose-necks, hose-straps, 
spanners, etc. Practice is also given in the handling of fire- 
extinguishers and other forms of emergency apparatus. 

The equipment for the various forms of the drill is all that 
could be desired, both in variety and efficiency. There is a drill- 
tower (Figs. 45 and 47) forty feet high, equipped as a three-story 
building, with stairways, window-casings, etc. It is furnished 




Fig. 45. — The Fire-drill Tower. 



80 



Ti\e Cambridge JVLar\xial Trailing - School. 



with shelves on the outside, from which jumps varying from eight 
to thirty feet may be made into the life-net. Overhanging tim- 
bers are arranged at the top to support heavy iron rings, to which 
ropes may be fastened for practice with the life-belt. Near the 
tower (Fig. 45) are standards for horizontal life-lines. In the 
basement of one of the buildings is the fire-drill room (Fig. 44), 
which contains a ladder truck, three hose carriages, a hand en- 
gine, with all 
necessary 
equipments, 
and an emer- 
gency wagon, 
loaded with 
ropes for life- 
lines and other 
articles needed 
for the drill. 
Both buildings 
are furnished 
with an elec- 
tric fire-alarm 
system. 

For the pur- 
poses of the 
fire drill the 
entire school is 
organized into 
a battalion, di- 
v ide d into 
hose compa- 
nies, ladder 
companies, an 
engine com- 
pany, and an 
emergency 

corps. Besides the drill with fire apparatus, there is also a bat- 
talion drill, modelled upon the " School of the Soldier," without 
arms. All orders are issued, in accordance with the military 
code. 




Fig. 47. — Fire Drill — Practice with the Life-belt. 



3 

era 




82 Tl\e Carr\bridge Manual Trairtir\g School. 



THE BAND AND GLEE CLUB. 



Two of the most instructive auxiliary features of the school are 
the band and the glee club. 

These organizations are under the leadership of competent musical 
instructors, and they meet once or twice each week after school hours 
for lessons and rehearsals. 

The band is the outcome of a drum corps which was organized 
in 1891 with but twelve members to furnish music in connection 
with the fire and military drills of the school. 

In September, 1893, the drum corps was developed into a mili- 
tary band, which at tHe present time is a recognized factor in the 
musical circles of the state. 

Among the many engagements which the band has filled may 
be mentioned the following : New England Chautauqua at South 
Framingham, races at the Charles River Park, a week with the 
Knights Templars in Boston, and a week with the Massachusetts 
Volunteer Militia at the Inauguration of President McKinley. 
They are engaged to go with Cambridge Commandery, Knights 
Templars' Conclave at Pittsburg, Pa., in the fall of 1898. 

The Glee Club, although the younger organization, has also been 
a success from the start. 

It has become popular not only in Cambridge but in the sur- 
rounding towns and cities, where its work has been of high order 
and enthusiastically received. 

Both organizations are in constant demand for entertainments of 
various kinds, but only a limited number of engagements is made 
for them in order not to interfere with the regular school work. 



84 Tl\e Canqbridge Manual Traii\iT\q, School. 



THE ATHLETIC TEAMS. 



The organizations for athletics in the Cambridge Manual Train- 
ing School, like other special features, are under the control of the 
school authorities, and are independent of other similar organiza- 
tions in the Cambridge schools. 

At a meeting of the Supervising Committee, held March 25, 
1896, it was : 

Voted, " That no pupil of this school shall take part in any 
athletic contest or game, in the name of this or any other school, 
without the consent of the superintendent." 

The equipment for athletics is unusually ample and well chosen. 
Besides the shower-baths, and other appointments of the buildings 
already mentioned, there is a large yard which is used not only as 
a general playground, but as a training field for foot-ball and track 
athletics. It has two running-tracks, one elliptical and the other 
straight- aw ay. A training- table is also maintained for the foot- 
ball team. 

A thorough physical examination is given all candidates for the 
teams, and no boy is allowed to train for any athletic contest who 
is not in sound physical condition. The training is in charge of 
three competent instructors connected with the school, and every 
effort is made to maintain an honorable place among similar 
amateur associations. The aim is not only to make the team 
strong in physical prowess, but also to inculcate ideals of fair 
dealing and manly courage. 



Tt\e Cambridge iVLar\Ual Training School. 85 



OTHER AUXILIARIES. 



Emergency lectures are given by a competent surgeon to all 
boys during their first year in the school. These lectures are 
made as practical as possible, and have already enabled several 
members of the school to alleviate suffering and even to save 
life. Morton's " Handbook of First Aid to the Injured " is the 
text-book used. 

A school journal, " C. M. T. S. Register," of twenty pages, is 
published monthly during the school year. It records school 
items, notes of scientific interest, and contains one or more 
papers of a literary nature. The staff of editors is made up 
entirely from members of the school, and the literary matter 
has been furnished chiefly by voluntary contributions from the 
pupils. 

Among the special features which remain to be mentioned is 
the janitor service. Applications to enter this service are made 
in writing at the beginning of each year. From the applicants, 
a dozen or more boys who are believed to be able to do the 
work and worthy to receive the remuneration provided for it are 
selected, and formed into a squad under the immediate super- 
vision of the janitor of the school. The success of this system 
is universally acknowledged. Not only is the cleanliness of the 
rooms which results generally commended, but the indirect 
benefit to the boys engaged in the service is added testimony to 
the genius and wisdom of its originator. 




LIBRARY OF CONGRESS 




014 060 760 5 



